Page 8 - A Brief Overview of the Research Behind Revibe

R E V I B E T E C H N O L O G I E S , I N C .
STUDY 2 U.S. DEPARTMENT OF EDUCATION
FUNDED IN PART BY THE

PART 2: OVERVIEW

In order to participate, teachers needed to teach students in grades 1-5 and commit
to using Revibe with at least one student for a period of two weeks. Of the eligible
and selected participants, 26 teachers participated (Mage = 36 years; 25 female;

88.5% Caucasian, 3.8% African American, and 7.7% declined to report race/ethnicity;
1-16+ years of experience, with the average participant reporting about 10 years of
experience). After consenting to participate, four teachers attrited from the study (two
reported personal events that prevented them from having the time to participate and
two were unable to receive parent consent). Teachers were asked to identify at least

one student to participate in the study with them. In order to participate, students
needed to be enrolled at a participating school, in grades 1-5, and have parental
permission to participate. 29 students participated (Mage = 9 years; 23 boys; two 1st
graders; eight 3rd graders; six 4th graders; thirteen 5th graders; 56.7% identified with
ADHD diagnosis; 46.7% on medication; 56.7% Caucasian, 23.3% African American,

10% more than one race, 3.3% American Indian or Alaska Native, and 3.3% declined
to report race/ethnicity). To ensure that responses were not reflective of practices
and policies of one school or type of school, five different schools in NC participated
(two charter, two public, one alternative educational program).

During the trial, students received personalized prompts over the course of their
school day and self-recorded on-task vs. off-task behavior by tapping the device
screen (2x or 1x, respectively). The software tracked the timing and number of
prompts, self-recorded data, and activity sensor data. At the end of the trial, students
provided qualitative comments and quantitative ratings on a Likert-scale in the

following areas: a) comfort, b) attractive, c) distracting, d) stigmatizing to wear, e)
ease of use, f) clarity of prompts, g) value for self-monitoring, h) useful for helping
stay on task, i) would want to continue to use in school, and j) would want to use for
homework at home.

Before and after the trial, teachers rated their students’ Activity Level, Attentional
Focusing, Impulsivity, and Inhibitory Control using the teacher version of the Child
Behavior Questionnaire-short form (CBQ-S). Additionally, at the end of the trial,
teachers rated each component of the Revibe as well as the overall product on a
Likert-scale in the following areas: a) quality, b) value, c) feasibility, and d) utility.

Teachers also rated the degree to which they would recommend Revibe to other
educators and would want to use the product themselves following Phase II full
development and testing.